ECC FIPP Activity Report

Name Daniel Berney / Date 11/16/2010
Department Dance
FIPP Partner Stephanie Schwartz
Class title & section # Dance Appreciation 5280
Name of Activity/Strategy Jigsaw
Category: (Please select only one.) (Reminder: You will submit one report from each of
the categories.)
Classroom Activity Classroom Environment Classroom Expectations
Feedback & Evaluation Homework & Out-of-Classroom Learning Experiences
Student Empowerment
Briefly describe the activity/strategy, providing enough detail so that a colleague can replicate the activity/strategy.
1. Introduction Students were given jigsaw model for groups of three and asked to work with students other than their already designated "team partner" for the class.
2. Set-up & Supplies Students were initally given information to become "experts" in one of three areas of the choreographic elements needed in order to critique dance video's as designated in the class. They were then given an initial assignment of critiquing a designated dance video and writing a review of the video in their area of "expertise".
3. Directions The initial groups which included an "expert" in each of the three choreographic elements (space, time and energy) were then put into groups of three experts that together were told to write a collaborative critique on the designated dance video.
What worked well? The fact that they had a background in the areas of the choreographic elements gave them a foundation upon which to develop expertise. Once in the "expert" groups they were able to more readily format critques of the videos with ease and aid each other in use of the various phrases specific to each element.
What would you change? Additional class sessions in the expert development stage before having them break out into expert groups may have helped in the development of the final phrases.
Would you use the activity/strategy again? Why or why not? Yes, since the video critque assignment is a critical component to the Dance Apreciation class the preparation this activity gives the students ultimately helps their success rate. Also the group exchange/interaction helps them develop the needed vocabulary and definition of terms required for these assignments. Additionally the group interaction also helps to hold them accountable to the rest of the group members.
Please describe any student learning and/or changes that you observed after the implementation of the activity/strategy. The students were more confident with their ability to analyze and critique the dance videos in terms of defining the choreographic elements of space, time and energy both as "experts" in their initial groups and as members of their eventual "expert groups". The "mid-term" assignment for the class which is based on this exercise was given this week. Students were more prepared, confident and excited about undertaking the video critique assignment for the class after having spent time in these group settings.